Despite the current focus on literacy in reading, mathematics, and science in public schools, throughout the history of education in the United States, educational purposes generally have included more than an emphasis of basic academic skills (Rothsetin, Wilder, & Jacobsen, 2007, p. 9). Existing accountability systems that hold educators accountable "solely for basic skills" (p. 11) probably explain why moral literacy education is not a high priority and essentially ignored in public schools today (Tuana, 2007). Arguably, in a democratic society, schools need to go beyond teaching fundamental skills to teach the whole child (Scherer, 20007). Considering the societal, moral, and economic implications of narrowly focusing on academic content and skills, it is the authors' contention that moral literacy warrants consideration as an integral dimension of public education. Unfortunately, however, teachers may lack the pedagogical competencies for teaching moral literacy skills. This article asks the question: If teachers are to teach their students holistically, then should teacher education programs also reflect a holistic approach to preparing teachers? The authors contend that a course designed to formally engage teachers in authentic learning experiences such as researching and reflecting on moral literacy, selecting morally relevant reading materials, and involving students in community service learning projects should increase their moral literacy teaching competencies. Furthermore, teachers should become better qualified to cultivate in their students what Tuana (2007) has articulated as essential components of moral literacy--ethics sensitivity, ethical reasoning, and moral imagination. This article describes a proposed moral literacy course that would utilize Branson's (2007) model to guide teachers in a "deeply structured process of self reflection" (p.472). The list provides the focus, objectives, and preliminary content and activities for each of the 3 proposed modules.